Teaching Practice — Page 3

Agile Manifesto for Teaching and Learning

Embrace Agile in higher education for student-centered learning, collaboration, adaptability, and enhanced teaching experiences.

Enhancing Feedback in Higher Education

Enhance student performance using blended learning, merging face-to-face and online feedback for diverse and effective collaboration.

Supporting the Less Adaptive Student

Discover how blended learning and dispositional learning analytics help students from diverse backgrounds adapt to problem-based learning environments.

The use of blended learning from the perspective of students

Instructional best practice recommendations for the use of blended learning from the perspective of students to improve their learning experiences.

Modified Blended Learning in Engineering

AGH-UST adapted Building Automation Courses with blended learning strategies, balancing remote learning and hands-on experience during COVID-19.

Exploring student experience of formative assessment

Using various formative assessment types to help students to cope with workload of their course and their degree

Staff-student partnerships to enhance assessment literacy

Exploring the weakest links in learning and teaching and most significant contributors to student dissatisfaction

The disconnect on what makes good feedback

Examine the gap between students and educators on effective feedback in higher education, emphasizing quality, personalization, and actionable improvement.

Rethinking models of feedback for learning - the challenge of design

Feedback is critical to education, yet the most heavily criticised aspect of courses in higher education.

Impacts of peer tutoring on academic performance

Researchers at a US university have demonstrated significant improvements in student grades through the introduction of student-led tutoring.

The Academic Benefits of Adding Exercise to University Lectures

Preventing mind-wandering in students during long lectures can be challenging. Getting them up and moving may be the key, say researchers at McMaster University, Canada.

Viewing Introductory Videos Prior to Lectures Aids Student Learning

A Malaysian university has found that introductory pre-lecture videos can lessen the demand on students’ visuospatial ability while increasing comprehension.

Reviewing teaching behaviour through classroom observations

Discover the importance of advanced teaching behaviors in higher education and how institutions can support lecturers to enhance student success.

The Benefits for Students of Problem-Based Learning

Implementations of the problem-based learning approach can have a positive impact on students' learning - boosting motivation as well as results.

Feedback and Feedforward in UK Higher Education

The future of undergraduate assessment – The realities of audio feedback and novelties of feedforward for engagement undergraduate students

Achieving transparency in dissertation supervision

Elements of doctoral supervision need to be implemented to undergraduate dissertation supervision in the UK

Ensuring Academic Integrity during COVID-19 pandemic

Innovative assessment practices in the University of Glasgow and the University of Greenwich for assessing students’ skills instead of exams

The Academic Reader as a Pedagogical Device

A recent study has shown that invoking the academic reader can help international students understand the needs of their audience

Disruption and Transformation via Lecture Recordings

Can teaching staff weather the disrupting effects of technology and incorporate lecture recordings into their existing pedagogies?

Digital Clinical Assessment – The New Normal?

Will assessing postgraduate medical and surgical students online lead to more problems than solutions?

Oral Examination as an Online Assessment Tool

Although face-to-face examination is unfeasible in online learning, conducting an online oral assessment can make interactions and discussions possible.

Flipping the Classroom for Small Group Settings

Flipped small-group tutorials work when students prepare with worked examples, then use contact time for new problems, discussion and guided support.

Improving student experience and learning through peer review feedback

Peer review improves feedback when students are taught how to judge work, give usable comments, and act on advice before final submission.

Feeding-Forward

Feed-forward turns feedback into a future-facing planning process when students reflect on comments and connect them to their next piece of work.